The report shows the fact and statistics of youths being incarcerated in correctional facilities in Oregon. Due to the fact that a lot of facilities are not regulated, the safe and humane conditions for youth in such facilities have become a big concern. The lack of oversight and accountability has allowed Northern Oregon Regional Correctional Facility (NORCOR), for example, to neglect the basic mental health and social development needs of kids in custody. Disability Rights Oregon is calling for immediate implementation of the 2016 recommendation by the Oregon State Court Juvenile Justice Mental Health Task Force: that all child-serving systems commit to employing evidence-based, trauma-informed practices and that juvenile detention facilities be regulated and licensed.

A thirteen year old boy was with a group of boys who had stolen a cell phone. The counsellors and attorney argued that restorative action be administered as a best outcome. The Judge disagreed and ordered a 90 day term in a juvenile detention.

New guides and resources to help justice-involved youth transition back to traditional school settings. Includes a guide written for incarcerated youth; a newly updated transition toolkit and resource guide for practitioners in juvenile justice facilities.

This toolkit includes evidence- and research-based practices, tools, and resources that educators, families, facilities, and community agencies can use to better support and improve the long-term outcomes for youth with disabilities in juvenile correctional facilities.

In correctional institutions, the number of youth with special education needs is nearly three times the national average of all school-aged children identified as having a disability. This article encourages and attempts to demystify the use of special education law and its “byproducts” (e.g., Individual Education Programs and Independent Education Evaluations) throughout the delinquency process.

This document from the National Center on Education, Disability, and Juvenile Justice lists class action litigation that has been undertaken regarding special education for youth and adults in the justice system.

More than 2 million adults are incarcerated in U.S. prisons, and each year more than 700,000 leave federal and state prisons and return to communities. Unfortunately, within three years, 40 percent will be reincarcerated. One reason for this is that ex-offenders lack the knowledge, training, and skills to support a successful return to communities. The RAND team conducted a systematic review of correctional education programs for incarcerated adults and juveniles. The study included a nationwide survey of state correctional education directors to understand how correctional education is provided today and the recession's impact.

Exec. summary of Southern Education Foundation survey of the educational provisions of Southern youth justice facilities. The data shows that both state and local juvenile justice systems are failing profoundly in providing adequate, effective education in the South and the nation.

The Southern Poverty Law Center reached a settlement with the Polk County School District to ensure that children detained at the county jail have their math and reading skills evaluated upon arrival and receive an appropriate education while detained. The complaint arose after a change in Florida law, driven by Polk County, that allows counties to hold children awaiting adjudication of delinquency charges in county jail instead of a Department of Juvenile Justice (DJJ) facility. County jails are not subject to DJJ standards or oversight. With this settlement, the school district agreed that DJJ educational standards will apply to youth in county jails, regardless of whether they are tried as juveniles or adults. The agreement also states that teachers assigned to the jail must obtain certification to teach special education classes, positive behavioral interventions and supports must be implemented in the classrooms, and the district must retain a transition coordinator to assist students as they return to school and/or transition to adulthood. Settlement agreement signed August 8, 2013.

The Arizona State Legislature amended state law to require an appropriate education plan for youth committed to the Arizona Department of Juvenile Corrections (ADJC) or who are supervised in the community. ADJC may assign a youth to a specific public or private educational program, if it is in the best interest of the youth and the community. S.B. 1037/Act No. 354, signed into law May 14, 2012; effective August 2, 2012.

Brief outlining the concept of reentry services in theory and practice, offering a review of federal policy previously enacted to support reentry, suggesting opportunities for improvements in public policy, and reviewing promising initiatives.

Louisiana now allows students who are expelled from school for offenses involving weapons or controlled substances to attend alternative education programs. Such students were previously excluded from these programs. Law also now requires the State Board of Elementary and Secondary Education to establish provisions for agreements between school authorities and education service providers that ensure the education of students who are adjudicated delinquent, adjudicated in need of service, placed in a juvenile facility, assigned to a community based-program, or suspended or expelled for weapons or controlled dangerous substance offenses. These rules and regulations must provide for academic, behavioral, and mental health interventions that focus on positive reinforcement, mentoring, experiential learning, employability, and success in the community. H.B. 1209/Act No. 831, signed into law and effective June 14, 2012.